Next steps
Modern regulators are looking more towards upstream, preventative, regulation. This means taking a proactive approach focused on preventing harm and promoting professionalism by addressing issues before they escalate.
We are committed to the concept of upstream regulation to help prevent harm. This means mitigating the risk of harm being caused from direct action but also the harm that can be caused by the process. It is clear that fitness to practise type processes, like our Fitness to Teach process, can greatly impact on the wellbeing of everyone involved in them and carry significant cost. The more that can be done to stop things going wrong in the first place, the better for all.
We have a series of professional guides covering a variety of topics for teachers to reflect upon: read the professional guides. These cover some of the categories of allegations that we see in the Fitness to Teach process and should assist teachers to avoid harm being caused by highlighting risk areas.
We are continuing to build on and refresh these documents and support materials to ensure they reflect current risk areas and provide meaningful and relevant guidance to teachers.
We would encourage our partners within the education system to reflect on this report and what it means for them along with what action they can take in their context to support our vision of trusted teaching.
Modern regulators are looking more towards upstream, preventative, regulation. This means taking a proactive approach focused on preventing harm and promoting professionalism by addressing issues before they escalate.
We are committed to the concept of upstream regulation to help prevent harm. This means mitigating the risk of harm being caused from direct action but also the harm that can be caused by the process. It is clear that fitness to practise type processes, like our Fitness to Teach process, can greatly impact on the wellbeing of everyone involved in them and carry significant cost. The more that can be done to stop things going wrong in the first place, the better for all.
We have a series of professional guides covering a variety of topics for teachers to reflect upon: read the professional guides. These cover some of the categories of allegations that we see in the Fitness to Teach process and should assist teachers to avoid harm being caused by highlighting risk areas.
We are continuing to build on and refresh these documents and support materials to ensure they reflect current risk areas and provide meaningful and relevant guidance to teachers.
We would encourage our partners within the education system to reflect on this report and what it means for them along with what action they can take in their context to support our vision of trusted teaching.
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